Rasionalitas Guru dan Siswa Difabel di Sekolah Luar Biasa Panti Karya Hepata Laguboti, Kabupaten Toba

Abstract

This research examines the rationality of teachers and students with disabilities at the ABCD Special School Panti Karya Hepata Laguboti. The research method used is a qualitative research method with a descriptive type. This rationality encompasses teachers' experiences in teaching students and how they interpret those experiences. The data collection techniques used in the research are interviews, observations, and documentation. The informants in this study consist of 8 individuals, including 3 teaching staff and 3 students with disabilities. The research results indicate that the three meanings of experience that are the focus of this study are: students with disabilities according to teachers, changes in teachers' perspectives on special education, and addressing stigma and social challenges. The teacher sees students with disabilities as special individuals who require a specific approach and have potential to be developed. Teachers' perspectives have evolved over time from conventional teaching methods in public schools to a more personalized approach in special schools, where they recognize the importance of foundational understanding and direct interaction in the learning process. Teachers address stigma and social challenges faced by students with disabilities by creating a supportive environment and fostering a sense of care among students.